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ED421 Elementary Science Methods
INSTRUCTIONAL PLANNING TEMPLATE
Your name(s): Kristen Welton
Title of lesson/activity: Accurately Measuring Weight and Volume
Teaching date(s) andtime(s): 2:45 November 8, 2012
Overview and Context
Overview: Students will learn to measure volume usinggraduated cylinders, beakers, calibrated cups. Theywill also learn to measure weight using scales.
Estimated time forlesson/activity:
45 minutes
Context of lesson: Students have just started learning about theproperties of matter. This lesson will investigateweight and volume along with other properties ofmatter.
Sources: Matter Teachers Manual
Grade level and school: 4th grade Burns Park
Learning Goals
Learning Goals (1-2 in
each)
Connection to Standards Connection to Activities
Science Content
Students will be able to
use the volume and
weight tools and give
appropriate units of
measure. They will give
precise answers.
M.UN.04.01 Measure usingcommon tools and selectappropriate units ofmeasure.
M.PS.04.02 Give answersto a reasonable degree ofprecision in the context ofa given problem
Students will be measuringvolume and weight. Theywill give precise answers.
This content is seen in
their math class. However,they will receive theappropriate tools forsolving these problems inscience.
Science Practices
Students will be able to
measure volume using
beakers, graduated
cylinders and calibrated
cups and weight using
scales
S.IR.04.05 Make accuratemeasurements withappropriate units for themeasurement tool.
Students will be measuringthe amount of water in agraduated cylinder and willrecord their data withaccurate units on theirworksheet. They willtransfer the water into a
beaker and measure thesame amount of waterwith different units. Theywill weigh objects onscales.
Claims with evidence
students could generate
Smaller increments lead to more accuratereadings. The students will generate this claimby looking at various examples on overheads ofmeasurement tools with different sized
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increments.
Students will be able to measure volume and
weight using calibrated cups, beakers, andgraduated cylinders for volume and scales forweight.
Students will realize that cc and mL are the same
because they will be measuring mL in theirgraduated cylinder and transferring that sameamount of water from the graduated cylinderinto the calibrated cup.
Students will be able to make accurate and
precise measurements of volume of a liquid andthe weight of small objects.
Attending to the Learners: First Pass
Anticipating student ideas: Students will have a basic understanding about
what volume and weight are from their mathclass. They will be able to calculate volume.
They will know the concept of weight from
their own experiences. However, they mightnot be familiar with the metric units of weightthat we will be using in this class.
Students will probably not be familiar with the
various weight units. They might know liters,but they do not understand how much a liter ormL contains.
Students probably will not have used the toolsthat are introduced in this lesson.
Students probably will not have learned tocalibrate scales because it had been alreadydone for them in previous lessons.
Students might know that they should look at
eye level when measuring.Making the contentaccessible to all students:
Students will work in groups. Therefore, the
students that need extra help will get addedhelp from their classmates.
Certain students are given jobs to transfer the
materials and when to work with the materials.Student desks are labeled 1 through 4. Thesenumbers help to assign those jobs for certainactivities in the lesson.
Demonstrations and modeling will help ensurethat students all understand the tools andunits. Therefore, background knowledge aboutthe tools and units of measure are notassumed.
Assessments
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Type ofAssessment:
Learning-Goals Connection
Discussion will bean informalassessment tool.I will be able to
assess whatstudents knowbased on theirresponses duringdiscussion.
S.IR.04.10 Compare and contrast sets of data from multiple trialsof a science investigation, to explain reasons for differences.
During discussion students will be comparing and contrasting
their measurements after using certain tools. They will becomparing how cc is the same as mL. They will be contrastingslight differences in measurements.
Students willrecord theirmeasurements onworksheets. Thisis a formalassessment. I cancheck for theappropriate units
and reasonablemeasurements.
S.IR.04.05 Make accurate measurements with appropriate unitsfor the measurement tool.
Students will be recording their measurements using the toolson the worksheet. Each tool has appropriate units that can bechecked on this worksheet.
Instructional Sequence
Materials:
3 graduated cylinders
3 calibrated cups
3 beakers
3 scales
180 mL of water
3 boxes of markers
3 glue sticks
Overhead examples Overhead Markers
Engage
Time Teacher Students
5
minute
s
In todays science lesson we are going to be
learning about how to use certain tools to measure
volume and weight. (Draw a picture on the board of
a line, box, and 3D box) We use volume to describe
how many 3D boxes are inside of here so wemeasure in cubic units or length*width*height.
The problem is that water or a liquid is not easy to
measure as length*width*height so we measure
water in containers we will introduce today. We call
the volume of a liquid capacity because we had to
pour it in order to find out the volume.
Answer questions
about the scientific
tools.
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Graduated Cylinder - Show what a graduated
cylinder looks like and point out that you measure
volume on a graduated cylinder with mL (mL is a
metric unit metric units are used in science class
instead of the English system that we see a lot in
our everyday lives such as gallons.)
Beaker Measured in mL.
Calibrated cup Show what a calibrated cup looks
like and point out you measure the volume in a
calibrated cup in cc. (cc stands for cubic centimeter
notice that cc measures volume and volume has
units that are always cubed so a cubic centimeter
makes sense.)
Scale What does a scale look like and point out
that scientists measure weight in grams and
ounces. We will be using the grams side. Show theother scale and how it has kilograms and pounds.
(pounds and ounces)
5
minute
s
Demonstrate measure weight
Show students the two scales (bathroom and other
scale)
How are the scales similar? (weight,
measuring)
How are the scales different? (bathroomscale weighs heavier objects, and the other
scale weighs smaller units)(They also have
different increments)
Model how to use the scales to measure an object
Set scale on surface
Set scale to zero you want to make
sure you start at the same place for
every object that you weigh
Place object on scale
Bend to eye level
Show example of measuring scissors and stapler on
a bathroom scales versus a smaller scale.
How much it weighs on the bathroom scale
Students will answer
the discussion
questions and watch
the demonstration.
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is about 1 pound for both but there is a
bigger difference between the smaller scale
numbers.
What can we conclude about weighing
things on a bathroom scale versus the scale
that we are going to use? (bathroom scale is
for heavier objects and other scale is for
smaller lighter objects because there is a
smaller maximum)
5
minute
s
Demonstrate measure volume
Show students the graduated cylinder, the
calibrated cup, and the beaker.
How are they similar? (measure volume,
measurement markings, beaker and
graduated cylinder same units)
How are they different? (graduated cylinder
narrower, different increments marked,
different units)
Model how to use a graduated cylinder
Lower their head so eyes are level with the
water if you are above eye level the reading
is less than it actually is and if you are below
eye level the reading is more than it actually
is
Sometimes the water looks curved. This is
called the meniscus. This happens because
the water sticks to the sides of the
graduated cylinder. Water always does this.
However, because the graduated cylinder is
narrower it is more noticeable. Draw on the
board an example.
Record the measurement from the bottom of
the meniscus. Choose the mL marking that
the bottom of the meniscus is closest to. If
the water is between 60 mL and 80mL
record 70 mL. (Demonstrate on drawing on
the board). It is important to be as precise
as possible and try to measure to the exact
marker.
Students will answer
the discussion
questions and watch
the demonstrations.
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Model how to use a calibrated cup
Demonstrate how to carefully pour the water
from the graduated cylinder to the calibrated
cup to the beaker.
Lower head so eyes are level with the water.Use the cc marking closest to the water.
Model how to use a beaker
Demonstrate how to carefully pour the water
into the beaker.
Lower head so eyes are level with the water.
Use mL markings.
5
minutes
Further examples to practice
Show scale picture on the board. Ask for volunteers
to say how much each object weighs. Ask everyone
if they agree or disagree.
Show graduated cylinder picture. Ask for
volunteers to come up and record the
measurement.
Are the increments on the measuring tools
the same? (No, left hand side has smaller
increments)
How might the size of the increments relate to how
accurate the measurements are? (smaller
increments are more exact)
Students volunteer
answers.
Experience (15 minutes)
Time Teacher Students
4
minute
s
Directions
I am going to pass out 4 sheets.
1. The first sheet has directions on using the scale
to measure the weight of two objects.
2. The second worksheet is for your observations.
You will only record the first two rows because you
will only be weighing two objects. You will weigh
Students will read
through the sheets
as I explain whatthey are doing.
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the same object 2 times.
3. The third worksheet contains the directions on
how to measure volume.
4. On the fourth worksheet you will be recording
your observations about volume. You will bemeasuring the water using the graduated cylinder
and then pouring that water into the calibrated cup
and then pouring that into the beaker. Only record
in the first row.
5. The last worksheet is one that you will be filling
out when you are not making observations or when
you are finished making measurements.
Tables 1, 2, and 3 will get a scale so they will do the
weight worksheets first. Tables 4, 5, and 6 will get
a graduated cylinder and a calibrated cup so theywill be recording volume first.
I would like table 4 to demonstrate how to do
effective group work. Notice how quietly they are
working together.
I would like the person in seat 1 at tables 1-3 to
come up and get their materials. Now the person in
seat 1 at tables 4-6 come up to get your materials.
10
minutes
Rotate around the room answering questions and
keeping track of time. Ring the bell at 3 minutes tohave the students switch.
Specific things to do during circulating
notice units, make sure students are reading
at eye level, make sure students are
calibrating the scales. Make sure all the
students are participating.
When students are done making measurements
have them work on worksheet about where they
have seen volume and weight in their own lives.
(discuss at the end of the lesson)
Students will
participate in makingmeasurements and
recording these
measurements on
their worksheets.
1
minute
Have the students in seat 2 bring materials with
them up to the front.
Students in charge of
materials will bring
them up to the front.
Explain
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Time Teacher Students
5
minute
s
Volume
Have a volunteer share the volume measurement
they got from the graduated cylinder and then from
the calibrated cup. Record this on the board.
Ask students the following questions:
Did anyone get different results?
Why did they receive different results?
(Possible answer water lost or not precise
with measurements)
Was the same amount of water in the
graduated cylinder as in the calibrated cup?
(yes)
Participate during
discussion.
5
minute
s
Weight
Have a volunteer share the weight measurement
they got from the glue stick. Record on the board.
Ask students the following questions:
Did you get the same weights as this group
did?
Do you think the weight changed? (No)
What caused the differences in weight?
(possible answers include not calibrating or
not being precise)
We noticed small differences in our data which is
normal. However, large differences should be
noted and could be due to errors made when
measuring.
Participate in
discussion.
1
minute
Conclusion
(Have students share some places they have seenvolume and weight in their own lives) Today we
learned additional information about how to
measure volume and weight. These will be
important measuring tools that we will be using in
our next lessons.
Some students share
ideas about where
they have seenvolume and weight.
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Management considerations
Students have been talking a lot during the experience portion of the lessons.
I will go over expectations about students behavior. If I give a student
multiple warnings they will not be able to participate. (they will observe)
Students would get up and move around as they finished. I gave a shortamount of time to finish the activity. Therefore, they should not have time to
get up and move around.
Collection and redistributing materials: I have assigned one student to be up
and performing this job. The students I chose would be good candidates
because some needed to be move involved in the activity and others needed
to move around more.
If students are very loud I will say freeze and remind them about what they
should be doing during experiments.
I will count down to get students attention. To make sure I have all the
students attention I will count from 5 and if I see certain students still talking I
will say their names as I count down. I will count to 0.
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